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Written Comps > Psychometrics/testing > Flashcards

Psychometrics/testing Flashcards

1
Q

four levels of measurement

A

nominal, ordinal, interval, ratio

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2
Q

nominal

A

categories- male/female

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3
Q

ordinal

A

ranks – 1st, 2nd, 3rd

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4
Q

interval

A

quantitative scores which tells relative rank and how far apart- GPA, IQ

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5
Q

ratio

A

has an absolute zero – temperature, time, length

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6
Q

mean

A

average (M)

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7
Q

median

A

middle number

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8
Q

mode

A

most frequent/common number

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9
Q

range

A

highest and lowest scores
-Do the scores cluster close to the mean or are they spread out?

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10
Q

variance

A

the average squared deviation from the mean; difference b/w each score and the mean, square the difference, taking average of the squares obtained

see equation

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11
Q

standard deviation

A

square route of the variance = variability of a distribution (s)

SD = √ variance

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12
Q

positive skew

A

inadequate floor, too HARD; to left

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13
Q

negative skew

A

inadequate ceiling, too EASY; to right

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14
Q

kurtosis

A

distribution that is flat or peaked at the top

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15
Q

platykurtic

A

flat top (flat like a plate)

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16
Q

leptokurtic

A

pointy on top (leap into the air!)

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17
Q

normal distribution

A

What % obtain above 1 SD:
-50% fall at or below mean
-½ of 68% = 34% score between mean and 1 SD
-THUS- 50% + 34% = 84% score below 1 SD
-100%- 84% = 16% score higher than 1 SD above mean

68% within 1 SD; 95% within 2 SD; 99% within 3 SD

see picture of normal distribution

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18
Q

developmental norms

A

norms that are based off of developmental milestones (i.e. grade or age)
-Used on tests of intellectual ability or academic achievement where skill being measured is thought to develop over time. i.e. WIAT

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19
Q

within group norms

A

how an examinee preformed relative to the norm group- same age, gender, etc.
-Use of within group norms is better to interpret tests because developmental norms can be easily misinterpreted.

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20
Q

types of within group norms

A

percentile rank, standard scores, z score, t score

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21
Q

percentile rank

A

what % of the normative sample obtained scores equal to or lower than that of the examinee
-Calculated directly from frequency distribution

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22
Q

standard scores

A

uses means and SD to transform a raw score into a new score to tell us where examine scores relative to their peers
-To obtain a standard score, convert the Z score to a scale with a mean or 100 and SD of 15
-SS = 15 Z + 100
-Used on IQ and achievement testing
-Mean of 100 and stdev of 15

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23
Q

z score

A

measures how far from mean the examine scored in units of standard deviation
-Subtract mean from raw score, divide score by standard deviation

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24
Q

t score

A

linear transformation of the Z score
- Multiply z score by 10 and add 50
-T = 10z + 50
-Used on MMPI
-Mean of 50 and Sd of 10

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25
Q

coverting t to z to ss scores

A

-T→ z → SS

Z = (T-50)/10

Z = (SS-100)/15

-T = 10z + 50

Example: Convert T = 63 to SS
63 – 50/10 = z = 1.4

1.4(15) + 100 = 121

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26
Q

correlation

A

statistic that describes the relationship between two variables, X and Y

Pearson: Range = -1.00 to +1.00 (magnitude and sign)

R = 0; X and Y not related

If r> 0, then higher scores on X associated with higher Y scores

If r< 0 then higher scores on X associated with lower scores on Y

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27
Q

curvilienar

A

r = 0…but still relationship

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28
Q

factors that affect the correlation coefficient

A

heteroscedasticity
homoscedasticity
restriction of range

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29
Q

heteroscedasticity

A

distribution is spread out- dots all over

Thus…correlation coefficient will not accurately reflect

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30
Q

homoscedasticity

A

evenly distributed – better

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31
Q

restriction of range

A

reduce the magnitude of r; not sampling full range

When a variable has restricted range, put little confidence in r

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32
Q

factor analysis

A

goal is to simplify a complex amount of information
…with an assumption that variables in the matrix correlate the way they do because there are one or more underlying themes or factors that link some of the variables together

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33
Q

factor extraction

A

extracting one or more factors

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34
Q

unrotated factor matrix

A

is what it originally looks like; then we rotate it to get rid of all the negative loadings

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35
Q

rotations

A

shifting the factors to see if they are correlated or not

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36
Q

rotated factor matrix

A

represent both how the variables are weighted for each f actor but also the correlation between the variables and the factor; shows loading of variables on the new rotated factors ; utilizes…

Turstone’s Criteria : to have a simple structure

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37
Q

systemic error

A

we can detect and eliminate- i.e. multiple choice test graded wrong

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38
Q

random error

A

cannot be fixed, inevitable, inescapable; most concerning b/c cant fix

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39
Q

classical test theory

A

your obtained score consists of your true score plus error

Obtained score = true score + error → Xo = Xt + e

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40
Q

time sampling and solution

A

Error due to time sampling; same group of examinees test again after a period of time has elapsed

ISSUES = Practice effect and time interval

SOLUTION: Test/ Re-test – not too long or too short!

Practice effect- 2nd admin never same as 1st

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41
Q

item sampling

A

error resulting from the need to select a subset of the total universe (domain) of items

alternate-form method
o 2 forms of test - same process to select items for both
o Is prohibitive because difficult to create twice as many good items

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42
Q

split half method

A

-Items divided into two half tests – often odd/even
-Decreases reliability when shorter (reliability related to length)
-Correlation must be adjusted by means of Spearman-Brown formula

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43
Q

internal consistency

A

are all the item on the scale equally good measures of the construct?; is the scale homogenous”

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44
Q

mean item-item (inter item) correlation

A

-Correlation between the scores on each pair of items on a test
-the larger the mean correlation, the more homogeneous the items

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45
Q

item total

A

-Correlation between each item and the total score of the test
-The correlation between the score on a particular item and the total score on the test is also known as the discriminability of the item

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46
Q

Kuder Richardson

A

reliability test for items that are either correct or incorrect

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47
Q

Chronbach’s alpha

A

measure of internal validity, used for non-binary items; MOST COMMON
-High value = homogeneity = interchangeable of construct
-Can be too high!! – identical questions, don’t survey variety
-Low value = might not be measuring the same construct

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48
Q

inter rate reliability

A

fixed with percent agreement calculating the percentage of the items they agree

Likely to underestimate the actual amount of error due to inter-rater difference

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49
Q

kappa

A

better way of assessing inter rater reliability- corrects for chance agreement and corrects for it

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50
Q

error variance

A

1.00 minus reliability

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51
Q

standard error of measurement (SEM)

A

confidence interval where your score, if retested, will fall

The SEM is INVERSELY related to the reliability
-If reliability is high, SEM is low
-If reliability is low, SEM is high

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52
Q

standard error of estimate (SEE)

A

confidence interval where your true score is

Example: 95% CI using SEE = 95-105

Means that there is a 95% chance that the person’s true score falls b/w 95 and 105

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53
Q

standard error of difference (SED)

A

used when you are comparing TWO scores and taking into account error associated with both scores to determine whether the scores are in fact different from each other; SED is always larger than then SEM of the two SEMs

SED = square root of (SEMsquared one + SEMsquared two) … aka

SED = √(SEM21 + SEM22)

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54
Q

validity

A

does the test measure what it claims to measure? *Reliability is a necessary condition for validity

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55
Q

face validity

A

-Does it look like a test that measures what is says it will? Does it look like they belong
-A cosmetic issue – not a requirement for validity
-Possible for test to be a highly valid measure, but low face validity - Ex. MMPI

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56
Q

content validity

A

-Do items have sufficient coverage? Covering what supposed to?
-A matter of professional judgment – no actual test for content validity
-Addressed during process of test construction

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57
Q

criterion validity

A

Goal is to demonstrate that the test correlates with other criteria that are important elements of the construct be measured

Ex. Self reports scale of depression compared to psychiatric diagnosis

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58
Q

concurrent validity

A

recorded at same time ; now
-To show that a test can be a substitute for more costly or inconvenient tests
-ex. Freshman GPA and college admissions test

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59
Q

predictive validity

A

recorded at a later point in time - is our test an accurate predictor?
-To show that the test can accurately predict future performance
-Ie SATs and college GPA

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60
Q

criterion appropriateness

A

-Basis measure manner in which the relationship between a test and criterion is expressed is via the correlation
- The correlation between a test and a criterion is called the validity coefficient

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61
Q

criterion contamination

A

those who assess the examinee should be blind to the test scores when assigning criterion

Ex. Psychiatrist should not know high score on depression scale before diagnosing depressing

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62
Q

criterion unreliability

A

poor reliability of the criterion measure

Correct for error with correction for attenuation – but might over correct

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63
Q

differential validity

A

validity of test differs depending on subgroup – i.e. gender and criterion is validity coefficient

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64
Q

incremental validity

A

Ability of a test to measure more accurately or precisely than other measures
-Does the test add to already existing measures?

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65
Q

stepwise multiple regression

A

-Comparison of the with the only existing measures and the after the new test has been added
-Statistical measure that identifies the optimal battery

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66
Q

shrinkage

A

a regression formula applied to a new sample will always shrink; helps to estimate by cross validation– concern

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67
Q

cross validation

A

to eliminate how much shrinkage

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68
Q

construct validity

A

Is the test adequately measuring the construct of interest

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69
Q

convergent validity

A

when a tests correlates highly with another test or observation with another test we would expect it to correlate with

Ex. High IQ and grades

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70
Q

discriminant validity

A

when a test does not correlate with observations it should not correlate with

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71
Q

multitrait

A

multimethod matrix - Methodology to assess convergent and discriminant validity

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72
Q

factorial validity

A

-Used to look at construct validity
-Examines the test’s factor structure to determine if it fits what is predicted or theoretically expected

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73
Q

exploratory factor analysis

A

No theories used – no hypothesis before - Let data tell you (hypothesis)

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74
Q

confirmatory factor analysis

A

start with hypothesis and test data against that (no hypothesis)

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75
Q

decision theory

A

statistics for evaluating the utility of a test in assigning a diagnosis

statistics depend on the cutting score

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76
Q

cutting score and what will increasing/decreasing the cutting sore do for sensitivity and specificity

A

the score that divides our scale into two parts

If above the cutting score – positive for a diagnosis

If below – negative for the diagnosis

Increasing the cutting score will DECREASE the sensitivity and INCREASE the specificity

Decreasing the cutting score with INCREAES the sensitivity and DECREASE the specificity

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77
Q

base rate within decision theory

A

Base rate must also be taken into account

Base Rate - Percentage of those in sample who actually have the disorder

Relative “cost” of false positive vs false negative error – depends on setting

What’s the risk of over or under diagnosing? How much do you adjust the cutting score?

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78
Q

true positive

A

test accurately identifies a person as having the disorder (A)

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79
Q

false positive

A

tests says that the person has the disorder when s/he actually does not (B)

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80
Q

true negative

A

test accurately identifies a person as NOT having the disorder (D)

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81
Q

false negative

A

tests says that the person does not have the disorder when s/he actually does have disorder (C)

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82
Q

hit rate

A

(A + D) / N

Percentage of ALL CASES correctly classified by the test

83
Q

sensitivity

A

A / (A + C)

Percentage of people who HAVE the dx and were accurately identifies

84
Q

specificity

A

D / (B + D)

Percentage of people who DO NOT HAVE dx and correctly identified as negative

85
Q

positive predictive power

A

Positive predictive power – A / (A + B)

Percentage who received POSITIVE diagnosis that actually have it

86
Q

negative predictive power

A

Negative predictive power - D / (C +D)

Percentage who receive a NEGATIVE diagnosis and do not have it

87
Q

chart with letters for true and false positives and negatives

A

test result is positive and diagnosis is positive: A
test result is positive and diagnosis is negative: B
testing result is negative and diagnosis is positive: C
test result is negative and diagnosis is negative: D

88
Q

item analysis

A

To make sure that you have the best possible items for the purposes to which we intend to use our test ; make sure have best possible items

89
Q

difficulty

A

proportion who get item correct (reverse of what you’d think); how hard the item is

Example: item difficulty: .60 means 60% of examinees got the item correct

Harder items have LOW values for the item difficulty parameter

Easy item have HIGH value for the item difficult parameter

90
Q

peaked test

A

consists of item that all have the same value for item difficulty (low or high)

91
Q

inadequate floor (positively skewed) and item difficulty

A

shows items are too difficult

92
Q

inadequate ceiling (negative skew) and item difficulty

A

shows items are too easy

93
Q

discriminability

A

correlation between item score and total test score

Refers to the degree to which an item can differentiate among test takers on the trait or ability being measured

94
Q

measure of discriminability

A

One common measure is the correlation by the item score and total score on the test, technically known as the point-biserial correlation

(Special case of the Pearson Product Moment Correlation Coefficient)

Examines the correlation between a dichotomous variable and a continuous variable

95
Q

what do the values of item discriminability mean

A

High Positive Values = good discriminability

Zero (or close) = poorly discriminating item – does not help discriminate

Negative = bad item! Those who get item right tend to get lower scores on the test

96
Q

item characteristic curves

A

plots % passing item (Y-axis) against the total score on the test (X-axis)

Looks at difficulty in discriminability

Steepness of curve or slope, provides information about item discriminability

Steeper = greater discriminability

97
Q

item response theory / latent trait theory

A

Involves use of mathematical models to define the item characteristic curve (ICC)

Attempts to construct ICC’s that reflect the relationship between the probability of passing an item and the person’s standing on a scale of ability that is invariant across different samples

Theta (Ɵ) = ability or latent trait

p (Ɵ) = probability that an individual of ability level = (Ɵ) will get item correct

98
Q

one parameter (RASCH) model

A

bases the ICC on a single item parameter: difficulty

99
Q

item difficulty

A

is defined as the ability level (theta; Ɵ) where the probability of getting the item correct [p (Ɵ)] = .50

100
Q

test bias

A

test predicts criterion with different accuracy for two groups; poor choice for making decisions about people from diverse populations

101
Q

item bias

A

if trait being assessed is not equal in all subgroups (i.e. never been pregnant)

102
Q

slope bias (differential validity)

A

test predicts criterion with different accuracy for two groups
-Biased b/c not predict criterion as accurately for males as does for females
-Different slope

103
Q

intercept bias

A

one group obtains higher scores on the test than the other, even though the test predicts the criterion score equally well for both groups
-Same slope but one group has lower mean
-Solution for slope and intercept bias = employ a modified quota system; i.e. admission committee decided on 50% male and 50% female instead of another cutoff score

104
Q

informed consent ethics of testing

A

-Want to obtain consent
-Assent (from child)
-What is included in informed consent?
-General description, nature and purpose of assessment, fee
-Client given opportunity to ask questions

105
Q

exceptions for informed consent in testing

A

-Mandated by law or government regulations (detention center)
-Informed consent is implied because testing is conducted as a routine educational, institutional, or organization activity
-(assessment when applying for a job)
-Evaluate decisional capacity

106
Q

confidentiality

A

-Client decided to whom the test results are released
-If client referred by 3rd party, must discuss limits before assessment begins

107
Q

test data

A

raw and scaled scores; actual responses to questions; any recordings
-Cannot withhold test data
-Make efforts to see that the recipient is informed about the meaning of data

108
Q

test materials

A

copies of manuals or copies of test questions or stimuli
-Make reasonable efforts to maintain security
-Client not entitled to material

109
Q

take home tests

A

not advisable, but not forbidden – better in office with supervision

110
Q

WISC vs WAIS ages

A

-WISC-V: ages 6-16
-WAIS: ages 16-90

111
Q

VCI scale

A
  • Verbal concept formation; Verbal reasoning
  • Knowledge acquired from ones environment; Requires ability to express ideas in words
112
Q

PRI scale

A
  • Perceptual and fluid reasoning; Spatial processing; Visual-motor integration
113
Q

WMI scale

A
  • Working memory abilities; Weaknesses in attention and concentration will negatively affect WM
  • temporarily retain information in memory while performing a mental operation on it to produce a result
114
Q

PSI scale

A
  • Processing speed
  • Ability to quickly and correctly scan, sequence, or discriminate simple visual information
  • Measures Short term memory, visual memory, attention, visual-motor coordination
115
Q

subtests in VCI

A

-Similarities – measures abstract verbal reasoning
-Vocabulary – facility with words, extent of vocabulary, and verbal concept formation; crystallized ability
-Information – fund of general knowledge; crystallized

supplemental
-Comprehension – understanding of general principles in social situations; fluid knowledge

WISC:
-Word Reasoning – fluid reasoning in older children (8 and up); for 6-8 its more direct retrieval factual knowledge

116
Q

subtests in PRI

A

Block design – ability to analyze and synthesize abstract visual information; visual-motor coordination
Visual Puzzles – nonverbal reasoning; analyze and synthesize abstract visual information; no visuo-motor component
Matrix Reasoning – fluid intelligence, spatial ability, perceptual organization

supplemental
-Picture completion – influenced by crystallize d ability; influenced by processing speed; visual analogy to information; involves retrieval of stored information
-Figure Weights – quantitative ability visually (19-69 only)

WISC:
-Picture concepts – abstract reasoning, visual and nonverbal analogy to similarities; more concrete

117
Q

WMI subtests

A

Digit-span
-Forward – passive encoding
-Backward – encoding and more working memory

Arithmetic - requires mental manipulation

Supplemental
-L-N sequencing – more complex than DS; if greater than DS by 3+ = attention and concentration or motivational issues (16-69 only)

118
Q

PSI subtests

A

Coding – more influenced by endurance and graph-motor skill than SS; perfectionism might hinder
Symbol search – ability to sustain attention; careful visual discriminations rapidly

Supplemental:
-Cancellation – organization, strategy, arrangement and ability to sustain attention (16-69 only)-

119
Q

when is FSIQ not accurate in WAIS or WISC

A

-VCI & PRI differ by 20 points or more
–VCI & WMI differ by 20 points or more
-PRI & PSI differ by 20 points or more

120
Q

what to do if FSIQ is not valid

A

GAI – general ability index
-use VCI and PRI -(exclude WMI and PSI)
-General Ability Index (GAI = VCI + PRI)
-(focus more on reasoning abilities)

121
Q

relative weakness/strength

A

in comparison to the rest of the examinee’s scores (7 and 13)

122
Q

normative weakness/strength

A

in comparison to my peers (85 and 115)

123
Q

minimum stat significance across scales

A

VCI vs PRI: >9
VCI vs WMI: > 12
PRI vs. PSI: > 12
PSI vs. WMI: > 12

124
Q

interpretation of significant difference of VCI and PRI

A

Verbal knowledge and reasoning, crystalized intelligence vs.
Visual/spatial processing and fluid reasoning

125
Q

significant difference of VCI and WMI

A

Performance on verbal/auditory tasks when working memory and attention are more (WMI) or less (VCI) important

126
Q

significant difference of PRI vs. PSI

A

Performance on tasks involving visual stimuli when speed of processing is more (PSI) or less (PRI) important

127
Q

significant difference of WMI vs PSI

A

Attention to verbal/auditory stimuli (WMI) vs visual stimuli (PSI)

128
Q

explain “evenly developed abilities without particular personal strengths or weaknesses”

A

-Differences between pairs of index scores in previous slide are not statistically significant
-No subtests stand out as RS (relative strength) or RW (relative weakness) within indices
-Maybe a few ups and down but nothing extreme THESE ARE the people you can confidently use FSIQ as their “general intelligence”

129
Q

explain verbal (crystallized) abilities differing from visual/spatial (fluid) abilities

A

VCI and PRI are both interpretable and are significantly different from each other

130
Q

explain “relative weakness in working memory”

A

-WMI is interpretable stands out as relative weakness among index scores
-WMI significantly lower than VCI (assuming both index scores are interpretable)
-Arithmetic might not cluster with DS and LN because of quantitative component being stronger (A > DS,LN) or weaker (A < DS,LN)

131
Q

explain “relative weakness in processing speed”

A

-PSI is interpretable and stands out as relative weakness among index scores
-PSI significantly lower than PRI (assuming both index scores are interpretable)
-Might also see BDN > BD

132
Q

what scores might signify attentional difficulties

A

Attentional difficulties are suggested if VCI is significantly higher than WMI AND PRI is significantly higher than PSI
-attention: WMI, PSI
- Reasoning and Problem Solving : VCI, PRI
(WMI < VCI) and (PSI < PRI)

WMI requires attention to AUDITORY stimuli; PSI requires attention to VISUAL stimuli

133
Q

descriptive ratings of scores of IQ

A

100 average, 15 SD

130+ very superior
120-129 superior
110-119 high average
90-109 average
80-89 low average
70-79 borderline
below 69 extremely low

134
Q

descriptive ratings of scores on subtests

A

16-19 very superior
14-15 superior
12-13 high average
9-11 average
7-8 low average
5-6 borderline
1-4 extremely low

135
Q

age ranges for MMPI and MMPIA

A

MMPI-2: At least 6th grade reading level & 18+
MMPI-A: 14-18

136
Q

VRIN scale

A

variable response inconsistency
inconsistent responding or random responding
-VRIN > 79T indicates a level of inconsistent responding that invalidates the test. The profile should not be interpreted.
-T score of 80 or higher on VRIN, it is invalid and NOT interpreted.

137
Q

TRIN scale

A

true response inconsistency
tendency to answer T or F; acquiescence bias
-True (yea saying or acquiescence) or False (nay saying) regardless of the content of the item.
-TRIN > 79T suggests the profile is invalid and should not be interpreted.

138
Q

underreporting

A

Test underestimates the degree of problems or pathology

139
Q

L(lie scale)

A

(T ≥ 65)
1. The person is deliberately trying to “fake good” and make themselves look unusually well adjusted

  1. The person has very little insight into themselves, so that they actually believe they are as well adjusted as they are making themselves look, Naïve and believe it.
  2. This one is rare: Certain members of the clergy will obtain high scores on L, possibly because they are unusually careful about not doing anything wrong.
    -not very good at picking up more sophisticated forms of defensiveness…K scale can do this
140
Q

K (correction) scale T > 65

A

-Detect more sophisticated forms of defensiveness
-elevate on K underreport problems or symptoms because of: limited insight, defensiveness, or desire to present themselves in a positive light
-The effect of the underreporting bias that is picked up by K is to make the person look better adjusted than they actually are.

141
Q

S scale

A

-Superlative” scale.
-There are five major dimensions in the S scale: (1) belief in human goodness; (2) serenity; (3) contentment with life; (4) patience and denial of irritability and anger; (5) denial of moral flaws.
-The S scale is particularly useful in detecting underreporting and “faking good” in non-clinical samples (if S ≥ 65).

142
Q

over reporting

A

person is reporting MORE problems or MORE SEVERE problems than they actually have. motivated by some kind of gain (financial or otherwise) or to call attention to their problem/ “cry for help”

143
Q

F scale

A

Infrequency scale
-items that were very rarely endorsed
-Reasons: lack of cooperation, inadequate reading level, response bias
-Correlated with severe psychiatric disturbances

144
Q

Fp scale

A

(Infrequency-psychopathology)

Attempts to separate out the effect of psychopathology from other influences on the elevation of the F-scale

If F ≥ T score 90:
-Fp ≥ 100: PROFILE IS INVALID
-Fp < 100: Cautiously interpret profile

145
Q

Fb

A

created for new content

since all F items appear in the first 370 test questions, the Fb scale was created to assess over-reporting and/or inconsistent responding in the rest of the items

-NO, if Fb ≥ 90→Do not interpret content and supplemental scales.

146
Q

profile is invalid if any of the following apply

A

More than 30 items not answered

VRIN ≥ 80T (inconsistent responding)

TRIN ≥ 80T (bias towards answering T or F)

F ≥ 90T (over-reporting)

If Fp < 100T, may interpret profile with caution

If Fb ≥ 90T, do not interpret content, supplemental, and PSY-5 scales (maybe interpret clinical scales)

L ≥ 80T (extreme denial)

S ≥ 75T (extreme defensiveness)

147
Q

interpret with caution if any of the following apply

A

Between 10-29 items omitted

VRIN between 70-79 (some inconsistency)

TRIN between 70-79 (some T/F bias)

F between 80-89 or Fp between 80-99 (possible over-reporting)

L between 65-79: (effort to present self in unrealistically favorable light)

K ≥ 65: (defensiveness and minimization of problems)
– Check non-K-corrected profile if K is in this range

148
Q

test taking approach scores that you can comment on

A

–general idea of how a person approached the test, if have these, then mention it!

Open and non-defensive: F ≤ 80, L < 60, K between 40-60.

Mild defensiveness: L or K between 60 and 64

K ≤ 40 (especially if F > 80): self-critical; possible exaggeration of problems

149
Q

interpretation of T > 75

A

Problems are likely to be severe and characteristics associated with scale or code type are likely to be prominent (higher elevations = more symptoms and greater severity)

150
Q

interpretation of T 70-74

A

Most of the characteristics associated w/ the scale or code type are likely to be present and problems are moderate in severity

151
Q

interpretation of T 65-69

A

Some of the characteristics associated w/ elevation on the scale or code type are likely to apply but some others might not apply. Problems reflected by scale are likely to be mild.

152
Q

interpretation of T 60-64

A

Tendencies associated w/ the scale or code type are present but DO NOT IMPLY PATHOLOGY FOR SCORES IN THIS RANGE.

153
Q

interpretation of T 41-59

A

Within normal limits; scale should not be interpreted

154
Q

interpretation of T < 40

A

Low Score. Some (not all) of the scales are interpretable at this range

155
Q

Clinical scale Hs (1)

A

hypochondriasis
excessive bodily concern

156
Q

Clinical scale D (2)

A

depression
depressive symptoms

157
Q

Clinical scale Hy (3)

A

hysteria
somatization and denial

158
Q

Clinical scale Pd (4)

A

psychopathic deviate
rebelliousness and non conformity

159
Q

Clinical scale Mf (5)

A

masculinity femininity
non conformity to traditional traits and interests associated with ones gender

160
Q

Clinical scale Pa (6)

A

paranoia
suspiciousness and oversensitivity

161
Q

Clinical scale Pt (7)

A

Psychaesthenia
anxiety and self doubt

162
Q

Clinical scale Sc (8)

A

schizophrenia
odd and eccentric thoughts and beliefs

163
Q

Clinical scale Ma (9)

A

mania
overactivity and impulsivity

164
Q

Clinical scale Si (0)

A

social introversion
shyness and social avoidance

165
Q

ANX content scale

A

anxiety – generalized anxiety and excessive worry

166
Q

FRS content scale

A

fears – general fearfulness and specific phobias – condensation of anxiety

167
Q

OBS content scale

A

obsessiveness – indecisiveness and rumination – closer to axis I OCD

168
Q

DEP content scale

A

depression – full range of depressive symptoms – low scores do not r/o suicide

169
Q

HEA content scale

A

health concerns – preoccupation with bodily concerns – redundant to scale 1

170
Q

BIZ content scale

A

bizarre mentation – reflects peculiar and unusual ideation, primarily of a paranoid nature, easily denied by someone who wishes to conceal

171
Q

ANG content scale

A

anger – high levels of anger and hostility – subscale help determine how anger is expressed and experienced

172
Q

CYN content scale

A

cynicism – bipolar scale – from naive optimism on low end to mistrustful and negative attitudes on high end

173
Q

ASP content scale

A

antisocial practices – antisocial behaviors

174
Q

TPA content scale

A

impatience, competitiveness and compulsivity – measures interpersonal hostility

175
Q

LSE content scale

A

low self esteem – bipolar dimension – high unrealistically self esteem to low self esteem

176
Q

SOD content scale

A

social discomfort – also bipolar dimension – extraversion to introversion

177
Q

FAM content scale

A

family problems – family tension and conflict

178
Q

WRK content scale

A

work interference – broad range of problems that are likely to interfere with work

179
Q

TRT content scale

A

negative treatment indicators – indicator as obstacles to effective treatment

180
Q

MAC R substance abuse scale

A

MacAndrew’s alcoholism scale - Suspicion drugs are prominent in their life
-High scores = extraverted, uninhibited, pleasure seeking
-Low scores = timid, non-aggressive, submissive to authority

181
Q

APS substance abuse scale

A

Addiction potential scale - More emotionally distress, oversensitive, guilt prone

182
Q

ASS substance abuse scale

A

addiction admission scale
-High scores openly acknowledge substance abuse behaviors; Low – deny behaviors

183
Q

substance abuse scale scores

A

If all 3 low – likelihood of substance abuse is low; If all MAC-R and/or APS elevate – substance abuse should be strongly considered; Rare but possible for only ASS elevated = possible substance abuse in the past, but nothing currently

184
Q

common code types in MMPI

A

-27/72 = depression
-13/31 = Somatic Complaints
-49/94 = antisocial features, acting out
-68/86 = paranoid psychosis

185
Q

RCd

A

Demoralization

Provides an indication of the overall emotional discomfort the individual is reporting - may describe selves as discouraged, insecure, pessimistic, helpless.

186
Q

RC1

A

Somatic Complaints

Excessively preoccupied with bodily concerns and probably present a diffuse set of health concerns, such as fatigue, weakness, and chronic pain (high levels) - high scores are inclined toward somatization

187
Q

RC2

A

Low Positive Emotions

Individuals who produce elevated scores report a lack of positive emotional engagement in their lives - increased risk of experiencing depression - pessimistic, withdrawn, and passive in social situations - find it difficult to take charge and make decisions

188
Q

RC3

A

Cynicism

Core component of scale 3 (excessive avowal of trust) - high scores reflect higher level of cynicism and endorse that others are untrustworthy, untruthful, uncaring, and exploit others - those with low scores ay be naive, gullible, and overly trusting

189
Q

RC4

A

Antisocial Behavior

Assessment of antisocial tendencies as the questions allow people to acknowledge past and current antisocial behaviors and related family conflict.

190
Q

RC6

A

ideas of Persecution

Individuals with high scores may feel mistreated and picked on, and may have significant difficulties forming trusting relationships - scores above 75T suggest paranoid thinking that may be symptomatic of schizophrenia or delusional disorders.

191
Q

RC7

A

Dysfunctional Negative Emotions

Reflects a tendency to have negative emotional experiences, conceptualized as underlying anxiety, irritability, and other forms of aversive reactivity - high scores are at an increased risk for experiencing anxiety and/or developing anxiety disorders

192
Q

RC8

A

Aberrant Experiences

Describes a variety of sensory, perceptual, cognitive, and motor disturbances that indicate impaired functioning of the self - individuals who produce elevated scores report frank psychotic symptoms that may include visual or olfactory hallucinations, bizarre perceptual experiences, and delusional beliefs involving thought broadcasting - scores equal to or above 75T may meet diagnostic criteria for a schizophrenia, delusional, or schizoaffective disorder - more moderate (65-74) are suggestive of schizotypal characteristics

193
Q

RC9

A

Hypomanic Activation

Items describe a variety of emotions, cognitions, attitudes, and behaviors consistent with hypomanic activation, including thought racing, high energy, heightened mood and self-regard, excitement seeking, irritability, and pugnacity - those with scores equal to or above 75T may be experiencing hypomania or mania and may also meet criteria for a bipolar disorder.

194
Q

code type

A

pattern defined by the two (sometimes three) highest clinical scales in the profile, certain code types occur commonly and these have been found to have particular interpretative correlates

195
Q

no scales > 65T

A

within normal limits

196
Q

one scale > 65T

A

spike

197
Q

spike

A

only one scale is > 65 and the highest scale is more than 5T higher than second highest scale

198
Q

two or more scales > 65T

A

consider whether the profile fits guidelines for well defined two point or three point code type

199
Q

well defined 2 point code type

A

the highest scale is less than 5T higher than the second highest scale, and the second highest scale is at least 5 points higher than the third highest

200
Q

well defined 3 point code type

A

second highest scale is less than 5T higher than third highest and third highest is more than 5T higher than 4th highest

201
Q

correlation matrix

A

Correlation Matrix: calculate correlation between each pair of tests in a battery (find correlation between each combination of samples)

202
Q

factor loading

A

Factor loading = correlation between each of the original variables and each factor

203
Q

oblique factors
orthogonal factor

A

factors are correlated with one another
factors are not correlated with one another

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